A quantitative study on the relationship between grasp and handwriting legibility: does grasp really matter?

ABSTRACT

Literature has indicated conflicting results regarding the relationship between grasp patterns and legible handwriting. Historically, the dynamic tripod grasp was viewed as the gold standard, but more recent literature indicates that grasp may not have as much of an effect on handwriting legibility as once thought. The purpose of this study is to contribute to this evidence regarding the relationship between grasp and handwriting legibility. The Print Tool, Test of Handwriting Skills-Revised, and a researcher-developed grasp checklist were administered to first- and second-grade students (N = 46). The inference between immature versus mature grasps in relation to legibility remains undetermined. However, there were no statistically significant differences between legibility scores on these two assessments for first- and second-grade students when grouped by pencil grasp. Further research is necessary regarding the relationship of mature versus immature grasps and handwriting legibility.

KEYWORDS:

• Handwriting
• grasp
• legibility
• teacher perception

Acknowledgments

The authors would like to thank Sarah Holt, MS, OTR/L for her assistance with evaluating the student involved in this study and the teachers and students of the participating school.